Lesson Plan for

Implementing NETS•S
Template with guiding questions
Teacher(s)
Name Debbie Carraway

Position Teacher

School/District Hand-in-Hand Primary School/Thomas County

Grade Level(s) Pre-K

Content Area Language

Timeline 2 Weeks

Standards
● What do you want students to know and be able to do?
● What knowledge, skills, and strategies do you expect students to gain?
● Are there connections to other curriculum areas and subject area benchmarks?
● Please put a summary of the standards you will be addressing rather than abbreviations and
numbers that indicate which standards were addressed.

Content Standards CLL6.4b Identifies and produces rhyming words.

1.1. Empowered Learner - Students leverage technology to take an active role in choosing,
achieving, and demonstrating competency in their learning goals, informed by the learning
sciences. Students:
1.1.c. use technology to seek feedback that informs and improves
their practice and to demonstrate their learning in a variety of
ways.

1.6. Creative Communicator - Students communicate clearly and express themselves

creatively for a variety of purposes using the platforms, tools, styles, formats, and
digital media appropriate to their goals. Students:
NETS*S 1.6.b. create original works or responsibly repurpose or remix digital
Standards: resources into new creations.

Overview (a short summary of the lesson or unit including assignment or expected or possible products)

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 ● Students will recognize and produce rhyming words.
● They will be able to identify words that don’t rhyme as well as come up with rhymes for a given word.
○ responds with several rhyming words when prompted with a particular word, such as "cat"
○ listens to the teacher say a word and says a word that rhymes
○ match rhyming pictures such as "cat" and "bat"
● Connections to other curriculum areas:
CD-SS4.4d Explores the uses of technology and understands its role in the environment.

Introduction:
● I will introduce rhyming to my class by playing “The Name Game” by selecting random students’
names.
Katie, Katie, bo-batie,
Banana-fanna fo-fatie
Fee fi mo-matie
Katie!
Lesson:
● I will introduce the word "rhyme" and define it as words that end with the same sounds, such as cat,
bat, hat, sat, and they all end with “at.”
● Write out the nursery rhyme Jack and Jill on chart paper. This will link to students' background
knowledge, as most have heard this before.
● Underline the rhyming words as you read the rhyme.
● Make a chart to demonstrate examples of words that rhyme. Elicit student contributions. *For students
who have difficulty remaining focused, facilitate a lot of student responses.
● Use a randomized system of name-calling to help those students stay engaged. *For students with
visual and spatial difficulties, I will have students point to the rhyming words. We will use colored
markers to match the pairs of words that rhyme. This will provide colored contrasts for students with
visual impairments.
Closing:
The teacher will shout out words and ask students to shout back rhyming words.

For the rest of the week, students will listen to various YouTube rhyming videos and songs to expose students
to rhyming. I will also incorporate Seesaw rhyming activities during large group literacy to give students practice
identifying and matching rhyming words. This will also give students opportunities to practice using the
multimodal tools in Seesaw. Students will have additional exposure to nursery rhymes during independent
small groups using Starfall throughout the week. During phonological awareness, students will play matching
games using the smartboard. On Wednesday, students will complete a formative assessment by giving a
thumbs up or thumbs down for the YouTube video, Does It Rhyme? Learning Rhyming Words for Kids. On
Friday, students will complete another formative assessment by giving a thumbs up or thumbs down for the
YouTube video, Does It Rhyme? Part 2 Learning Rhyming Words for Kids.

During the second week of this lesson, students will have a teacher-directed small group where students will
play Kahoot! to compete against their peers. Kahoot! will allow students to communicate and collaborate as a
team. Seesaw rhyming activities will continue to be incorporated during large group literacy and phonological
awareness. Students will have to complete a formative assessment using Seesaw; I Love To Rhyme. Students
will review rhyming words by watching the video, then create a video saying a word that rhymes with the words
from the video. For the final product, students will watch the YouTube video, Down By the Bay, by The
Children’s Learning Station. The teacher will have the nursery rhyme written on paper ahead of time. Students
will construct their own nursery rhyme by changing the rhyming words to Down By the Bay. The class will
communicate and collaborate to create a new nursery rhyme. I will record the process for students to watch
and reflect on their learning.

Essential Questions

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 ● What essential question or learning are you addressing?
Essential Questions: What is a rhyming word? Why do words rhyme?
● What would students care or want to know about the topic?
Students need to know that learning to rhyme will help them become better readers.
● What are some questions to get students thinking about the topic or generate interest in the topic?
What is the same between these two words? What do you see that is similar? How do the words
sound? How can you create a different word that rhymes with this word?
● What background or prior knowledge will you expect students to bring to this topic and build on?
Students are expected to have a foundation of repetitive songs and nursery rhymes. Students are
expected to be able to recite familiar rhymes and chants prior to being able to respond with several
rhyming words when prompted with a particular word, such as "cat," listens to the teacher say a word
and reproduce a word that rhymes, and matches rhyming pictures such as "cat" and "bat.”

Assessment

You must attach copies of your assessment and/or rubrics. Include these in your presentation as well.

● What will students do or produce to illustrate their learning?

Rhyming Assessment: Students will review producing rhyming words by watching the attached video.
Students will create a video using Seesaw saying a word that rhymes with the following words: mop,
tub, red, hip, tag, pat, fun, dog, fish, and net.
● What can students do to generate new knowledge?
Students can create chants, poems, or rap songs to generate new knowledge with rhyming words.
● How will you assess how students are progressing (formative assessment)?
Students will give a thumbs up if the two words rhyme or a thumbs down if the two words do not rhyme
while watching the YouTube video Does It Rhyme? Learning Rhyming Words for Kids by Kids Learning
Videos.
● How will you assess what they produce or do?
Scores: Students who create 8-10 out of 10 correct rhyming words will receive a grade of (P) for
Proficient. Students who create 3-7 rhyming words correctly will receive a score (IP) for In Process.
Students who create 0-2 rhyming words correctly will receive a score (NY) for Not Yet.
● How will you differentiate products?
One way to show differentiation is to shorten the assessment from 10 rhyming words to 5 rhyming
words.
Another way to differentiate the assessment is to give the students two words that rhyme, and they
have to create the third rhyming word. Ex: The teacher says mop and pop, and then the student would
create the third rhyming word, hop.

Resources

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 ● How does technology support student learning?
Technology makes activities and learning more engaging for students because it has the ability to
engage multiple senses. Technology can also increase academic achievement, self-confidence, and
motivation in the classroom. Technology provides personalized learning opportunities, increased
collaboration, and increased critical thinking skills.
● What digital tools and resources—online student tools, research sites, student handouts, tools,
tutorials, templates, assessment rubrics, etc.—help elucidate or explain the content or allow students to
interact with the content?
The digital tools used for this lesson will be Starfall, Seesaw, and Kahoot!. Starfall will allow students
opportunities to explore and practice by listening to a variety of nursery rhymes. Seesaw will allow
students to complete various rhyming activities by matching or creating rhyming words and creating a
video assessment. Kahoot! will allow students to collaborate and communicate with peers while
engaging in a rhyming game.
● What opportunities did you have to collaborate with your students to discover and use new digital
resources to meet their learning goals? (Note: This meets part of ISTE standard 4.2)
This project gave me multiple opportunities to collaborate with my students through the use of new
technology to meet their learning goals. After each lesson, we would have an open discussion to
review the technology used to look at the level of engagement and interest. Students will be asked
open-ended questions, what was your favorite activity in this lesson, and what was your least favorite
activity? Kahoot! allowed for opportunities for collaboration. BrainPOP, Jr. quizzes were utilized for
collaboration. What previous technology skills should students have to complete this project?
Students need to know how to use their Clever badge to access Seesaw. Students need to know how
to use the tools in Seesaw. Students need to know how to use Kahoot!. Students need to know how to
access Starfall.

Instructional Plan and Preparation

● What student needs, interests, and prior learning provide a foundation for this lesson?
Hearing and recognizing rhyme are important skills students must master before they can produce and
create rhyming words.
● How can you find out if students have this foundation?
Students are given the Phonological Awareness Literacy Screening (PALS) assessment beginning the
7th week of school. This assessment provides a comprehensive assessment of young children’s
knowledge of the important literacy fundamentals that are predictive of future reading success. This
assessment will show students' baseline foundation in rhyming.
● What difficulties might students have?
Students may have a difficult time rhyming if they do not have a strong foundation of repetitive songs
and nursery rhymes to build on.

Management-- Describe the classroom management strategies you will use to manage your students and the
use of digital tools and resources.

● How and where will your students work? (Small groups, whole group, individuals, classroom, lab, etc.)
This lesson will cover a two-week span where students will work in small groups, large groups, and
individually in a classroom setting.
Starfall-Independent Small Group for 20 minutes
Kahoot! - Small Group of 6 students for 20 minutes
Seesaw - Large Group for 10 minutes
Seesaw - 1:1 Student/Teacher 10 minutes
● What strategies will you use to achieve equitable access to the Internet while completing this lesson?
All students will have equitable access to the Internet while completing this lesson. All students will
have access to iPads, WiFi, and Smartboard. The teacher will be accessible at all times to model

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 and/or give assistance when needed to ensure all students know how to access the technology. The
lessons will be flexible enough to accommodate the diverse instructional requirements and learning
styles of all students.
● Describe what technical issues might arise during the Internet lesson.
Technical issues that may arise during the Internet lesson are:
1. Devices fail to connect to WiFi
2. Apps will not load properly
3. iPads freeze
● Explain how you worked with students to resolve or troubleshoot them? (This meets part of ISTE
standard 4.2.)
I would model for my students the different steps to explore when technology is not working properly.
1. Make sure Wi-Fi is turned on. Go to Settings > Wi-Fi and make sure that Wi-Fi is on. Tap the
name of your Wi-Fi network to join. A blue checkmark beside a network name means that
you're connected. If the network is not checked, select and enter the password for your secure
Wi-Fi network.
2. If an app on the student’s iPad stops responding, closes unexpectedly, or won’t open,
a. Close and reopen the app. Then open the app to see if it works as expected.
b. Restart the device and open the app to see if it works as expected.
c. Check for updates.
d. Delete the app, then redownload it.
e. Submit a technology Work Request through the Thomas County Schools Facility
Maintenance Portal for assistance.
3. Force restart on the iPad. Press and hold the top button and the Home button at the same
time. When the Apple logo appears, release both buttons.

● Please note: Trouble-shooting should occur prior to implementing the lesson as well as throughout the
process. Be sure to indicate how you prepared for problems and worked through the issues that
occurred as you implemented and even after the lesson was completed.

Allow time prior to the lesson to review Wi-Fi connections and to make sure all equipment is working
properly. If equipment is not working properly, contact the IT department to troubleshoot any issues.
Allow time to demonstrate how to use Kahoot! and provide students with an opportunity to explore
Kahoot! before playing a competitive round. If possible, download videos instead of streaming them.
View YouTube links on ViewPure.com for more secure viewing. Preview different videos to select the
best video for your students. Search for different tips and ideas on presenting videos to preschoolers.
Realize that some students may have more experience using technology than others. Ensure all
students understand they need adult supervision when accessing the internet. No issues occurred
before or during the implementation of lessons.

Instructional Strategies and Learning Activities – Describe the research-based instructional strategies you will
use with this lesson.

● Instructional Strategies and Learning Activities:

○ Drill and Practice - Students need to have the opportunity to engage in meaningful practice
with the content they’re aiming to learn. Drill and practice software can help students who lack
automaticity skills, which are a prerequisite to higher-order thinking skills (Roblyer & Hughes,
2019). All students learn in different capacities and at different paces. Drill and practice are just
one way to help scaffold students learning in and out of the classroom.
○ Cooperative learning in small groups for collaboration with peers. As stated by Clifford (2022),
“Collaborative learning teams are said to attain higher-level thinking and preserve information
for longer times than students working individually.”
○ Game-based learning tool to get students engaged. Gaming can offer collaboration, peer
validation, and teamwork. It also allows students an opportunity to master both academic

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 contents as well as critical thinking and communication skills (Roblyer & Hughes, 2019).
○ Blended Learning - According to the Michigan Virtual video (2018), blended learning gives
students control over their learning time, place, path, and space.
○ Conduct formative assessments to monitor growth towards mastery of the goal.
● How will your learning environment support these activities? What is your role? What are the students'
roles in the lesson?
o I will act as a facilitator when students use Seesaw. Seesaw is a learning platform where you
can create engaging lessons with digital content, track individual student progress, and
measure meaningful learning outcomes. Seesaw allows teachers the flexibility to create
differentiated instruction and formative assessments. I will use Seesaw in a large group to give
students opportunities for drills and practice. I can also use Seesaw to differentiate and
personalize learning for my students who are having a more difficult time with rhyming.
Students can be explorers, teachers, or producers, depending on the activity assigned.
o My role will be as a guide when students are playing Kahoot!. Kahoot! Is an interactive game-
based online tool that can encourage collaboration and create a sense of classroom
community in a blended learning environment. I will use Kahoot! in a small group of 6 students
and divide that group into pairs (4 teams). Students will then collaborate with their partners to
compete against the other two teams. A student's role can be an explorer or a teacher.
o Seesaw will be used to give a formative assessment. Students will show what they know by
making a video of themselves producing rhyming words. Students will be able to review their
video to complete a self-evaluation. My role will be a guide for this assignment. Student role
producer.
● How can you ensure higher-order thinking at the analysis, evaluation, or creativity levels of Bloom’s
Taxonomy?
o Analyze - In the analyzing level of Bloom’s taxonomy, students demonstrate whether they can
identify patterns to solve problems. Students will compare ending sounds in words in order to
analyze if words contain the same patterns.
o Evaluate - Students will evaluate whether two words rhyme by listening to the ending sounds.
Students will give a thumbs up or thumbs down to come to conclusions using their best
judgment if two words rhyme by understanding that rhyming words have the same ending
sounds.
o Create - The class will construct their own nursery rhyme by changing the rhyming words in an
existing nursery rhyme.
● How can the technology support your teaching?
Technology will help support my classroom by creating a blended learning environment and leveraging
digital tools for formative assessments while engaging students in learning through interactive activities
such as drill and practice, game-based learning, and collaboration. Instructional software is designed to
assist with the delivery of instruction through pre-programmed instructional materials that are
sequenced. Instructional software helps in the classroom by giving immediate feedback and increasing
motivation while freeing up time for me to help address the needs of other students.
● What authentic, relevant, and meaningful learning activities and tasks will your students complete?
Students will assume a professional role as a poet by constructing their own nursery rhyme by
changing the rhyming words in an existing nursery rhyme. Students will engage with open-ended
questions, such as why are rhyming words important.
● How will they build knowledge and skills?
Rhyming helps children learn about word families, build better phonemic awareness, and help with
spelling and writing skills.
● How will students use digital tools and resources to communicate and collaborate with each other and
others?
Students will use Kahoot! to collaborate and communicate with their partners to compete against peers
as they identify rhyming words. Students will use Seesaw to create a video of themselves to
communicate their knowledge of rhyming words to the teacher, parents, and peers.
● How will you facilitate the collaboration?
I will act as a guide and mediator as students compete in the game-based learning platform Kahoot!,
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 where they collaborate with their team members to choose the best answer. I will also be there as a
guide for redirecting their focus if needed.

Differentiation

● How will you differentiate content and process to accommodate various learning styles and abilities?
One way to show differentiation is to shorten the Seesaw assessment from 10 rhyming words to 5
rhyming words. A second way to differentiate the assessment is to give the students two words that
rhyme, and they have to create the third rhyming word. Ex: The teacher says mop and pop, and then
the student would create the third rhyming word, hop. A third way to differentiate is to give students
only two multiple-choice answers to choose from instead of three.
● How will you help students learn independently and with others?
I will help students learn independently using Starfall during independent small group time. Students
will also use Seesaw if interventions are needed for personalized learning. Students will learn with their
peers through communication and collaborating with a team member when using Kahoot!. Students will
also be able to communicate with their teachers, peers, and parents by creating a rhyming video and a
new nursery rhyme.
● How will you provide extensions and opportunities for enrichment?
o Rhyming Basket: Objects are placed in a basket (one object for each child present), and the
basket is passed around the circle. As each child gets the basket, I say a word (such as
“fizzers”), and they pull out the object that rhymes (“scissors”). You can use any object
because it doesn’t matter if the rhyming words are real or nonsense.
o Erase a Rhyme: Draw a picture on a dry-erase board, such as grass, sky, tree, flower, and
sun. Say a word, such as tower, and have a child come up to erase what rhymes (flower);
erase what rhymes with bee (tree); erase what rhymes with fun (sun). Continue until the whole
picture is erased.
o Rhyming Bingo
● What assistive technologies will you need to provide?
Pre-K students are emergent readers, so they will need apps that read to them or platforms that will
allow me to voice-record directions. I will also need to use apps that allow me to upload pictures or clip
art to replace text.

Reflection
● Will there be a closing event?
For the closing event, the class will construct their own nursery rhyme by changing the rhyming words
in an existing nursery rhyme. The class will communicate and collaborate to create a new nursery
rhyme.
● Will students be asked to reflect upon their work?
Yes, I will video the process so students can watch and reflect upon their work.
● Will students be asked to provide feedback on the assignment itself?
Students will be asked open-ended questions, what was your favorite activity in this lesson, and what
was your least favorite activity?
● How will you know if the students found the lesson meaningful and worth completing?
I will know if the students found the lesson meaningful and worth completing from their feedback
responses.
● In what ways do you think this lesson will be effective?
This will be an effective lesson because it will engage the students through interactive activities,
videos, gaming, collaboration, and communicating by creating a video.
● Why do you think this?
Because the technology I have chosen to incorporate in this lesson will accommodate a variety of
learning methods. This lesson creates a more engaging learning environment making students more

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 engaged in learning the subject content. This lesson will improve collaboration and communication
skills.
● What problems do you anticipate and why?
The problems I anticipate with this lesson are limited attention span, students not understanding how to
use technology tools, and bad sportsmanship.
● Limited Attention Span: Some experts believe young children’s attention span is limited to 2 to
3 minutes per their age, so most of my students only have an attention span of 8 to 12 minutes.
● Technology: Some students will have a difficult time using the tools in Seesaw due to lack of
exposure.
● Bad Sportsmanship: Winning and losing are hard concepts to understand for some children at
this age level. I expect some temper tantrums for certain students if they do not win the
Kahoot! game.
● How would you design and/or teach this lesson differently if you had more time?
If I had more time, I would design this lesson to be taught as a unit over a four-week period. I would
also like to incorporate more activities students could take home to involve their parents in the learning
process. That would give my students more time to master the skill of rhyming.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience
implementing this lesson? What advice would you give others if they were to implement the lesson? Please reflect
on your experience with this lesson and its implementation.
Reflecting back on this lesson, I would wait and teach this lesson later in the year. Students needed more time
practicing identifying rhyming words before I expected them to come up with rhyming words independently. For
the closing event, the class constructed their own nursery rhyme by changing the rhyming words in “Down By
the Bay.”. The class communicated and collaborated with each other to create the new nursery rhyme.
Students had a very difficult time creating rhyming words. Students were way more successful with identifying
rhyming words. To create the nursery rhyme, I had to give students choices to pick a word that rhymed.

I would advise other teachers to give students ample time to master identifying rhyming words before expecting
them to create a final product. I would assign more Seesaw matching activities either in a small group setting or
independently. Continue teaching rhyming throughout the year.

References

Clifford, M. (2022, January 19). 20 collaborative learning tips and strategies for teachers. Teach Thought.

Retrieved September 18, 2022, from https://www.teachthought.com/pedagogy/collaborative-learning-tips/

michiganvirtual. (2018, December 14). What is blended learning? YouTube. Retrieved August 27, 2022, from

https://www.youtube.com/watch?v=oXZd0YWvI0Q&t=48s

Roblyer, M. D., & Hughes, J. E. (2019). Integrating Educational Technology into teaching: Transforming learning

across disciplines. Pearson Education, Inc.

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